Children learn mathematics most effectively in contexts that are meaningful to them. Realizing the potential of these contexts for fostering young children's mathematical learning while nurturing and challenging them, requires knowledge of mathematics as well as of child development. Avoiding the debates surrounding "hands-on" learning vs. direct instruction, the author focuses on the value of different contexts for learning, and illustrates ways to genuinely engage children as active learners.
Equally prepared for life? How 15-year-old boys and girls perform in schoolThis report explores the educational performance and attitudes of males and females during childhood and adolescence. It opens with a general summary of gender differences measured outside of the PISA assessment programme and then considers the knowledge gained about gender-related issues from PISA 2000, PISA 2003 and PISA 2006 when reading, mathematics and science respectively were the major domains of assessment.
Primary Mathematics: Teaching Theory and PracticeThis invaluable coursebook is designed for all trainees working towards Qualified Teacher Status. Covering the essential skills of planning, monitoring and assessment and class management, it relates these specifically to primary mathematics. Separate sections examine management of mathematics learning and progression / misconceptions in mathematics topics.
Encyclopedia of Mathematics is a comprehensive one-volume encyclopedia designed for high school through early college students. More than 1,000 entries, more than 125 photographs and illustrations, and numerous essays cover the principal areas and issues that characterize this "new" area of science. This valuable resource unites disparate ideas and provides the meaning, history, context, and relevance behind each one.
The first book to provide direct evidence for the effectiveness of traditional and reform-oriented teaching methods, Experiencing School Mathematics reports on careful and extensive case studies of two schools that taught mathematics in totally different ways. Three hundred students were followed over three years, providing an unusual and important range of data, including observations, interviews, questionnaires, and assessments, to show the ways students' beliefs and understandings were shaped by the different approaches to mathematics teaching. The interviews that are reproduced in the book give compelling insights into what it meant to be a student in the classrooms of the two schools.
